What visual instructions or rules should be present in each space to support the expected behavior? Where should these be placed?
As part of the priming process, you might develop an informal behavior contract with the student. Note that in some cases, a more formal Behavior Intervention Plan (part of the IEP) might be implemented to address this behavior. That plan can also serve as a visual cue to remind the student of more appropriate alternative behaviors. It would also indicate the reinforcers that he would receive contingent upon those desired behaviors, as well as the punishing consequences that would be delivered contingent upon the inappropriate behavior. While this behavior plan needs to be easily retrieved by the teachers and student, it is also important to keep such documents in a safe location.
Below is one example of a basic behavior contract. As you and the student fill in this contract, it serves as a graphic organizer to visually represent and plan behaviors. Once it is in place, it serves as a reminder of expectations (a visual cue):
How do I highlight (label) or emphasize key elements of behavior contract, rule cards, or instructions?
In some cases, it might make the student feel more comfortable to use code words or symbols to depict the private behavior.
For some students, it would be appropriate to use a simple reminder cue with words and/or pictures to reiterate the “rules.”
Below is an example of a basic reminder card that can replace the verbal or gestural prompts you provide to a student who needs to use a tissue instead of picking his nose:
In order to align this intervention topic area with the unique needs of the student, do you need to create visual instructions and reminder cues in the View2do program?
